No single Teaching Statement can contain the answers to all or most of these inquiries and activities. The most important part of the multi-paragraph is a well-worded thesis statement. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold.
The way we define what learning is has a huge impact on how we teach. And since this is a learning theories plural class, there must be more than one way to think about learning, right? In the first half of the course, we thought about learning from a behaviorist standpoint.
Behaviorists believe that knowledge is a body of facts and procedures "out there" to be learned. For behaviorists, our job as teachers is to coax our students to apply themselves to the task of memorizing information and getting it into their heads.
This standpoint is the basis for direct instruction teaching techniques which is likely the way the majority of us were taught most of the time. But what if learning was defined as thinking? What if there was no exact body of knowledge "out there" but what was "true" was the way we saw it in our own heads?
Can we teach students how to think by telling students all of our own answers and reinforcing them for remembering those answers?
Maybe not, so we are going to think about another learning theory-constructivism. The constructivist standpoint is the basis for many reform movements in education right now.
Constructivists believe that knowledge is, well, "constructed" inside our heads-not put in our heads. Content knowledge is seen as a medium like clay through which you achieve learning goals like sculpting abilities. In our analogy, the properties of the clay are important to learn about so that you can be a better sculptor, but learning the properties of clay is not the main goal.
For constructivists, our job as teachers is to facilitate experiences that lead students to think and construct knowledge. Social constructivists believe that knowledge is constructed in social interaction and within a social context.
However, in our society, we rate independence very highly and are very concerned about individual achievement. But can we adequately accomplish social constructivist learning goals by having students work individually?
In this part, you will have an opportunity to think about the ways that learning and achievement are both individual and social. Readings Linking Exercise Professor's Note: Bring that teaching philosophy statement up to date! Hopefully, your personal teaching philosophy has become more intentional as a result of the information in this course.
This exercise is an opportunity to rewrite your response to an earlier exercise, demonstrating your knowledge of the two major learning theories we have studied. Do this exercise after you have done the reading for this lesson. Make a list in your own words of the four tenets of a social constructivist theoretical position based on the Doolittle and Hicks article.
Reread your teaching philosophy statements from Lesson I. They were the statements you wrote about the ball of clay or the glass of muddy water in Fun and Learning I. Add one paragraph to that exercise outlining what are the goals you had for learning when you wrote it.
Clearly indicate which is new writing by using italics or a new font or something. Are the learning goals you had then more in line with a behaviorist theoretical position on teaching or a constructivist theoretical position? Demonstrate your knowledge of the basic premises relating to what is knowledge and what are the goals of learning for that theoretical position in your one paragraph response.
Art Room Professor's Note:Writing a Teaching Philosophy Statement. Learn how to write an impressive personal statement, statement of purpose, or motivation letter for your graduate or post-graduate application.
Although the personal statement may be a good indicator of personal attributes and. Writing a Statement of the Problem Although the introduction to a short paper may be only one paragraph in length, don't think of that as an ironclad rule.
A good rule of thumb is that the introduction should be no longer than 15 percent of your paper. Preparation of a Statement of Teaching Philosophy Preparation (and Revision) of a Course Syllabus Teaching Demonstration / Mini-Lecture Grundman, Helen G. (). Writing aTeaching Philosophy Statement.
Notices of the AMS, Vol 53(11): Available online. philosophy of teaching statement, several lesson plans, teaching demonstrations, and a professional portfolio. Course Learning Outcomes In this course, students will: Hicks, Troy. Crafting Digital Writing: Composing Texts across Media and Genre.
Portsmouth, NH: Heinemann, Fueled by over staff members, the University of Illinois in Urbana-Champaign is devoted to building upon its heritage of excellence in education, science, public participation and economic growth. Using and Writing a Teaching Narrative. A teaching narrative is a statement that addresses three key areas: Philosophy of teaching and learning; Enactment of the philosophy through the use of specific examples of one's teaching practices.